Theory of Learning:
Reduction of Stress
- Language learning is increased with the absence of stress.
- The acquiring of first language normally occurs in a stress free environment as a child.
- Adult language acquisition is often surrounded by stress and anxiety.
- The focus on meaning interpreted through movement recreates the ideal stress free environment of first language learning.
Teacher: “I eat my breakfast.” (written on the board then read aloud)
“I eat my breakfast.” (recited while being demonstrated) x2
“Adam eat your breakfast!”
Adam: “I eat my breakfast.” (student stands, recites and
demonstrates command)
Teacher: “Ashley eat your breakfast!”
Ashley: “I eat my breakfast.” (student stands, recites and
demonstrates command)
Teacher: “Class eat your breakfast!”
Class: “I eat my breakfast.” (class stands, recites and demonstrates
command)
***The teacher will now point to the commands on the board in a random order and check for the students understanding through their demonstrations.
Teacher: Turn to your partner and practice taking turns giving commands.
Written Assignment: Students will be given a worksheet with pictures of the commands both old and new commands on one half of the page, and the corresponding sentences in a random order on the other side and be asked to match up the correct command sentence with its picture.
Theory of Learning:
Bio-Program
- First and second languages are parallel.
- Listening competence is developed in children before their ability to speak.
- The ability to comprehend through listening is developed in children due to parental commands requiring physical responses to spoken language.
- Speech is naturally developed and obtained through a strong foundation in listening comprehension.
TPR Lesson Structure
Total Physical Response Method
- Procedure:
- Teacher states and performs command.
- Teacher restates command and performs the command along with the students.
- Teacher restates the command and now only the students perform the command.
- Teacher individualizes commands for each student one at a time.
- Students and teachers reverse roles, and the students give the commands and the teacher performs them along with the class.
- An expansion of commands and new sentences occur once the concept is internalized by students.
Learner Roles
- The learner plays the part of listener and performer.
- Learners listen and respond physically to commands.
- Learners respond both individually and collectively.
- Learners are expected ti recognize and respond to novel combinations of previously taught items such as, "Walk to the door!" and " Close the door!", as well as provide their own novel combinations.
Theory of Learning
Theory of Learning:
Brain Lateralization
- Believes:
- there is an instinctive program that outlines the best path for both first and second language development.
- functions of learning are split between the two hemispheres of the brain.
- the existence of stress hinders the act of learning and what is to be learned.
- the lower the level of stress, the greater the level of learning.
In children:
- language is acquired through motor movement which is an activity processed through the right hemisphere.
- the right hemisphere activities must occur before the left hemisphere can process language for use.
In adults:
- Language mastery is gained through right hemisphere motor activities first which then triggers the left hemisphere to produce language and other abstract language processes.
Teacher Roles
- The teacher plays an active and direct role in the lesson.
- The teacher decides what to teach, selects supporting material for the lesson, and models/presents new material to the learners.
- The teacher directs classroom interactions and turn taking, and provides opportunities for leaning rather than teaching.
- The teacher takes on a parent giving feedback role of little correction in the beginning to a less tolerant level as the lessons progress.
- The teacher controls the language used in class.
Total Physical Response Method
Goal of Method
Instructional Materials
TOTAL PHYSICAL RESPONSE METHOD
BY: Sharray Grant
{Beginner} At the beginning stages materials are not required, but rather teacher commands and gestures.
{Intermediate} As the lessons progress, classroom objects such as books, pens, cups, and furniture may be used.
{Advanced} The further the lessons progress, the implementation of materials such as pictures, slides, word charts, and kits (props) become beneficial.
***TPR activities include, imperative drills requiring physical responses, role playing, and slide presentations.***
- Total Physical Response (TPR) Method attempts to teach language through the use of physical activity.
- TPR focuses on understanding spoken language before focusing on speaking skills.
- TPR aims to teach oral proficiency at a beginning level.
- TPR follows the concept that partnering verbal rehearsal and motor activity increases the commitment to memory.
- TPR focuses on providing stress free environment for learning.
- TPR takes on a stimulus-response model of acquisition and development of language.
- TPR is a method of teaching language that is built around the coordination of speech and actions.
- TPR should be used in association with other methods and techniques.
- TPR believes comprehension develops before production.
- Developed by James Asher.
Beliefs of TPR
- comprehension abilities precede productive skills in learning a language
- the teaching of speaking should be delayed until comprehension skills are developed
- skills acquired through listening transfer to other skills
- teaching should emphasize meaning rather than form
- teaching should minimize learner stress
Richards, J. C., & Rodgers, T. S. (2014). Approaches
and Methods in Language Teaching. (3rd ed.). Cambridge University Press.
Theory of Language
- The use of verbs in their imperative form is the central point for which language use and learning are intertwined.
- The composition of language includes, abstractions and non-abstractions.
- Many learners create a map or pathway to understand language and its grammatical structure.
- The introduction of abstractions should only follow the successful internalization of non-abstractions such as concrete nouns and imperative verbs.
TPR Lesson Plan
Introduction/Demonstration of new commands:
Teacher: “Today we will describe things we do in the morning to get ready for school.”
“I brush my teeth.” (written on the board then read aloud)
“I brush my teeth.” (recited while being demonstrated) x2
“Gracie brush your teeth!”
Gracie: “I brush my teeth.” (student stands, recites and demonstrates command)
Teacher: “Robert brush your teeth!”
Robert: “I brush my teeth.” (student stands, recites and demonstrates command)
Teacher: “Class brush your teeth!”
Class: “I brush my teeth.” (class stands, recites and demonstrates command)
Teacher: “I wash my face.” (written on the board then read aloud)
“I wash my face.” (recited while being demonstrated) x2
“Max wash your face!”
Max: “I wash my face.” (student stands, recites and demonstrates command)
Teacher: “Julia wash your face!”
Julia: “I wash my face.” (student stands, recites and demonstrates command)
Teacher: “Class wash your face!”
Class: “I wash my face.” (class stands, recites and demonstrates command)
Lesson Topic: Total Physical Response for beginners
Grade Level: Grades 1-5
Commands being reviewed: stand up, sit down, walk, turn, eat
New commands being introduced: brush (your teeth, your hair), hold (the book, the bag, the door), wash (your hands, your face, your hair)
Language Objectives:
1. Students will be able to recite and act out commands to
describe a morning at home using commands from
memory and new commands taught.
2. Students will be able to give a command to another
student or teacher as well as demonstrate commands.
3. Students will be able to identify command in picture form
as well as its written corresponding command.
Lesson:
Review:
Class stand up.
Maria sit down.
Jose turn to Pablo.
Julia walk to the chalkboard.
John eat the candy on your desk.
Class sit down.